Journal of Psychiatry

Improving the transition experience of students with the most significant physical disabilities from P-12 to higher education

2^nd International Conference on Adolescent Medicine and Child Psychology

October 06-07, 2016 London, UK

Wanda K Brady

Alabama State University, USA

Posters & Accepted Abstracts: J Psychiatry

Abstract:

An implementation program evaluation sought to understand the way transition services are provided by the Alabama Department of Rehabilitation Services (ADRS) to students who have the most significant physical disabilities. Vocational Rehabilitation Services are specifically available to assist students who have disabilities with navigating the transition between high school and higher education in order to achieve employment goals. This student population faces additional challenges when participating in the educational process than typically-developed peers. The implementation program evaluation was conducted using data from the Alabama Department of Rehabilitation Services including survey data; participant interviews; and student case reviews. The focus of the implementation program evaluation was on the transition experiences of students aged 19 to 27. Findings suggested the need for the transition process to be more collaborative with parents, educators and rehabilitation professionals to assist the students with the most significant physical disabilities to develop adult-oriented life skills prior to exiting high school. Recommendations for future practice included: (a) utilizing independent living specialists and rehabilitation technology specialists early in the developmental process of each student with the most significant physical disabilities in order to promote better adult outcomes; and (b) providing annual training to transition counselors, students, parents, P-12 educators and higher education staff to improve communication and collaboration.

Biography :

Email: wbrady@alasu.edu